4.1 Learn about Social Media in the science classroom.
4.2a Read an article on technology integration in the science classroom ("Grounded Tech Integration: Science").
4.2b Post a response to the article "Grounded Tech Integration: Science" to the Workshop 4 Discussion tab.
4.2c Reply to another teacher's post about technology integration in the Workshop 4 Discussion.
4.3a Understand the TPACK model
by reading the “Science Learning Activity Types” handout (on the Reading Room page) and
by examining the “Online Resources for Activities” list (at the bottom of Workshop 4 page).
4.3b Add activity types to your curriculum mapping response on your own Teacher Page.
List one online activity (with link) to each of the three activity type categories listed (conceptual, procedural, knowledge expression). 4.3cExplore "Examples of Online Resources for Activities" by looking at the contents of the table at the bottom of the workshop page. 4.3d Post Online Examples to the Activity Types to your Teacher Page
4.4a Consider your resources.
4.4b Develop your Stage 1 Activity on your teacher Page
4.4c Partner with another teacher and have them test your Stage 1 Activity by reading and commenting on their Stage 1 Activity. Have them post their response to your individual Teacher Page.
4.4d. Post your responses to their Stage 1 activity to their individual Teacher Page.
Objectives
In this Workshop you will achieve the following objectives:
Content Objectives
Examine how social media can impact student learning
Develop an understanding of the different science activity types using the TPACK model
Assess the performance of inquiry-based science activities using hands-on and on-line tools
Tech Objectives
Post and reply to another teacher on a Wiki Discussion
Research and test science interactive resources
Build a short interactive lesson using a Wiki page.
PART I : Social Media in the Classroom
4.1a
In our previous workshops, we have discussed what Web 2.0 is and how it can be applied to our teaching.
Here is another example of the shift to Web 2.0 tools in the classroom: going from PowerPoint to Prezi.
A Prezi is a Web 2.0 tool for presenting content that is is usually presented sequentially through a PowerPoint slide presentation.
Think of a Prezi as the concept mapping version of a slide presentation.
Of course the difference between PowerPoint and a Prezi is that PowerPoint is firmly based in the Web 1.0 world whereas a Prezi can exist only in a Web 2.0 world. Recall from Workshop 3 the shift that is required to be a Web 2.0 tool.
To better understand what a Prezi is, watch the YouTube video entitled - What is a Prezi? -video (1:09)
If you cannot access YouTube, the video can also be found on School Tube:
at this link, School Tube: "What is Prezi? "
Now that you better understand what a Prezi is, check out the following Prezi entitled Social Media in the Physics Classroom.
Although it is about physics, many of the strategies will apply to the biology classroom as well.
We will learn more about Prezi's and other Web 2.0 tools for demonstrating student understanding in Workshop 5.
For now, think about the idea of social media. How can social media help you involve your students in deep and meaningful learning?
Part II : Science Learning Activity Types and the TPACK Model
Social media and other forms of technology can help us create student-centered, inquiry-based learning experiences.
Harris and Hofer, from the College of William and Mary, have researched and presented on the role of technology on classroom instruction. They offer the following conceptual model, TPACK, for thinking about the interaction of Content, Pedagogy, and Technology.
One purpose of our online workshop series is to build your knowledge base of Web 2.0 applications and tools.
Harris and Hofer's diagram below helps to contextualize our learning.
TPACK Graphic Source - http://tpack.org/
How can you integrate technological knowledge, pedagogical knowledge, and content knowledge?
To answer this question, complete the following reading, discussion, and activity.
4.2a Reading:
To further understand Harris and Hofer's TPACK model read their article "Grounded Tech Integration: Science."
It's available on our READING ROOM page. Click Reading Room to visit our secure reading area and download a copy of the article as a PDF.
Citation for Harris and Hofer:
"Grounded Tech Integration: Science," Learning & Leading, March/April 2010, pp. 32-34.
Discussion:
Now that you have experienced social media and have read the article, reflect on the classroom by posting answers to discussion questions and then respond to another Science Community member's posting. Next post information about science activities that you have sythesized from the reading to your Teacher Page.
4.2 b) Posting to Discussion:
Post your response questions below to the Discussion tab on this workshop page.
Please include your Grade Level in the subject line of your post. Answer the following questions.
Questions: Based on the experience of the sixth grade teachers who developed a new "interactive" Solar System unit described in the article,
What part of their plan are you comfortable implementing in your own classroom?
What part of their lesson can not currently be implemented in your classroom?
Explain why for both.
Click on the caption bubble icon to view the Discussion board. Scroll to the top of the page.
Click New Post to contribute your response.
4.2c) Reply to a Posting:
For this discussion you will also reply to another teacher's post for this workshop (Workshop 4).
Your reply should offer one specific suggestion on how your online teacher partner could implement the "interactive" Solar System unit.
You are free to respond to any teacher. You may be interested in responding to teachers at the same grade range or respond to a lower grade level because you are interested in the vertical alignment of science resources.
Part 3 - Activity: Incorporating Online Technology by Activity Types
Now let's build on your Web 2.0 tools knowledge to match activity types with online tools.
Start with what you put on your own Teacher Page for Workshop 2, Part III, item 2.6e
(on yourindividualTeacher Page). What type of activity is it? How would you incorporate online technologies into this, or other, activities?
To answer these questions, let look at different categories of activity types and then look at online resources, especially animations and interactives.
4.3a) Review the different activity types in Tables 1-3 in the Science Learning Activity Type handout.
Download the Science Learning Activity Types handout.
It's available on our READING ROOM page.
In this handout, three categories of activities are described: Activity Type
Conceptual Knowledge Building
Procedural Knowledge Building
Knowledge Expression
Choose one type of activity from each of the three main Activity Type Categories listed above that you could use with your original lesson plan idea from the curriculum mapping you did for Workshop 2. Make note of these three ideas.
4.3b) Post Activity Types to your Teacher Page: Return to your curriculum mapping activity entry on your individual Teacher Page. Edit the page by adding the three Activity Types under the heading for Workshop 4.
4.3c) Explore "Examples of Online Resources for Activities" Explore the resources listed by grade level in the table below:Examples of Online Resources for Activities.
Choose several at your grade level(s) to examine by clicking on the title; it is a link that will take to that resource's page on the Internet.
The ANCHOR SYMBOL above means that you can click on it and be taken to that part of this webpage.
SCROLL to the last part of this workshop's page to find it.
CLICK on any TITLE to go to a RESOURCE -- the webpage will open in a separate window.
Try at least THREE (3) to see which one(s) you will want to use in your own classroom.
4.3d) Post Online Examples to the Activity Types to your Teacher Page:
Part 1 -- On your individual Teacher Page list one online resource for each type of activity (conceptual, procedural, knowledge expression).
This will be a list of three items, one per activity type.
Explain what technology students would use during a lesson that incorporates each type of activity.
For this workshop posting we are only asking for one activity from each category. The description can be brief.
The goal here is to find and develop Web 2.0 ways to make the learning activities come alive. Consider describing how you would adapt one technology offered for a different activity type.
For instance, under Conceptual Knowledge Building (Table 1), student response system is listed as a possible technology for capturing student understanding from a simulation. A student response system (SRS) can also be used to poll students on their predictions before a lab experiment is conducted. Since every student would respond before beginning the lab you would know if the class is ready to begin the experiment. Your instructional plan's objective may be that students will better understand a science concept after an inquiry-based lab experience.
In this case, you could rerun the SRS activity after teaching the lesson in order to assess changes in student's conceptual knowledge.
Draw a Concept Map by using either one of the following online concept mapping resources:
Add activity types to your curriculum mapping response on your own Teacher Page by listing one online activity (with link) to each of the three activity type categories.
TIP The Science Learning Activity Types handout has a comprehensive list of technologies. However, it does not cover ALL technologies so feel free to share a new technology.
Part 4: Building Stage 1 Activities
Introduction
Now it's time to combine what you have learned about content, curriculum, and technology into creating your own Stage 1 Activity and posting it to your Teacher Page.A Stage 1 Activity is a short in-class exercise.A Stage 1 activity should require no more than 10 minutes to implement (teach). It should combine hands-on with online resources. The activity should make use of existing web-based content or rich internet applications.[1] It can build on a concept or part from your lab course final project (lesson plan).It could be an "activator" or a "summarizer" for your lesson. Or it could be an example of a concept. It does not need to be an entire lesson.
Building a Stage 1 Activity
Now let's build a Stage 1 Activity. Here are the four (4) steps to do so: 4.4a 1)Consider your resources.
Your task will be to develop a short interactive activity that combines an hands-on experience with an online application can be used to build your student's conceptual knowledge of your subject.
Refer to the activity types listed in the Conceptual Knowledge Building table in the "Grounded Tech Integration: Science" article from Part II of this Workshop.
Remember the hands-on activities that you experienced in the lab class for this course.
For an online application to incorporate, you can choose to use the resources listed below in the Examples of Online Resources for Activities or you can find and use a new resource.
Combine a simple hands-on activity with an online resource to have your students experience an "aha!" moment.
4.4b 2) Develop your Stage 1 Activity on your individual Teacher Lesson page.
Complete a description for each part of the template below. The template is part of your Teacher Page, under "Stage 1 Activity."
For this Stage 1 activity, list and describe ALL of the following PARTS:
Objective: Write a learning objective for your Stage 1 Activity.
Activity Type: Name an activity type from Table 1 of the Science Learning Activity Type handout (above). List activities and technologies that will be used.
Instructions: Write instructions for the student to follow in a narrative format or numbered list.
Online Component: Name the online resource this activity will use. Provide a link to the resource or -- even better! -- embed it on your Teacher Lesson page.
Classroom Materials: Think about the many hands-on lab activities in the course. List the materials needed to complete the activity.
Assessment: Provide an example of the assessment. For example, if students create a concept map the file of an example should be uploaded to the wiki. Or, if you want to have them complete a Quizlet, create one and them put the link to that Quizlet on your page.
4.4c 3)Share your activity with other teachers in the Science Learning Community (SLC) group. Post a message to the Discussion Tab of this Workshop 4 page.
In the message subject line post "re: Stage 1 Activity" AND in the body of the message include a link to your teacher page and an invitation to examine your Stage 1 Activity. TIP You are inviting another teacher to visit your science community "island." Make sure they know where to respond to you after they try out your Stage 1 Activity. You may want to add text to your SLC Wiki Teacher Page, such as "INSERT YOUR RESPONSE HERE," so they know where to edit the page.
TIP Also, you can set your individual teacher page to notify you when edits are made: Go to the Edit Bar at the top of the page, click on the three dots ("more page options"), and choose "Other -- Notify." Make sure you are monitoring your individual page ("t_jdoe") and that you check the email options for "page edits" and "page discussions" before you click on the "Update" box. See the Engage--Water Cooler Page for more information on receiving updates. The Wiki will send you email notification of changes to your page, if you have set your Wiki User Profile (i.e., your account) with email with forwarding. Go to the How To Page for more information on how to have the Wiki forward emails.
4.4d 4) Post comments on another SLC teacher's Stage 1 Activity.
Go to the Teacher Page of another teacher-participant in the group. Find their Workshop 4/Stage 1 Activity section of their page. While reading their activity, take on the role of a student and try out the proposed activity.
In the place indicated on your partner's Teacher Lesson Page (usually beneath the Stage 1 Activity description), edit their page/respond to their Stage 1 Activity. Briefly explain what worked well, what was confusing, and any suggestions you might have.
TIP Check your own page and the discussion comments frequently enough to engage in conversation with your fellow participants and help to build the Science Learning Community!
Conclusion
Thanks! You've completed activities on integrating Web 2.0 and digital media to your classroom hands-on learning experience and on creating a Stage 1 Activity. The next workshop, Workshop 5, will be about how to develop formative assessment tools for use in the classrooms, to determine students' understanding and misconceptions of science content before and during the teaching of key concepts.
Please note -- Workshop 5 can freeze Firefox when it is opened in an older version of that Internet browser. If you have an older version of Firefox, use instead Safari, Internet Explorer, Chrome, or another Web Browser to open Workshop 5. Or, perform an update by clicking on the "Firefox" tab in your Firefox browser, then choose "About Firefox", then click on the "Check for Updates" box. When you restart your browser, you will have the most recent version of Firefox (depending on your operating system capabilities). Thanks!
Questions or Problems?
We will be facilitating the discussion.
If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Cathleen Randall through this SLC Wiki or email at crandall@everett.k12.ma.us .
Global Energy Mapper for Windows is an advanced viewer capable of displaying the most popular raster, elevation, and vector datasets. This easy-to-use GIS Data processing application offers you access to a unparalleled variety of spatial datasets and provides just the right level of GIS functionality.
Algodoo for Windows "Algodoo creates a new synergy between science and art. It is designed in a playful, cartoony manner, making it a perfect tool for creating interactive scenes. Explore physics, build amazing inventions, design cool games or experiment with Algodoo in your science classes."
SPARKvue for Mac (Free) "This free app is limited to sensor-based data collection with simple displays and analysis." HD version for iPad or for Android Tablet.
Powometer for Windows (free) -- "Monitoring program that connects to various energy monitoring devices and downloads their data."
EnergyPlus for Windows by US Department of Energy(free)-- "EnergyPlus is a whole building energy simulation program that engineers, architects, and researchers use to model energy and water use in buildings."
Additional Resources
RSS Feeds:
National Science Teachers Association Blog
These blogs posts are feed through the keyword Science 2.0. NSTA Blog
This week in education news, teacher-student relationships are important in boosting student learning; high schools across the nation are adding competitive video-gaming to its list of extracurricular activities for students; despite its reputatio...
I am about to graduate and become a new teacher. Is it a good idea to use lesson plans that are handed to me and maybe need to be tweaked or is it better to write brand new lesson plans each year? —G., Florida Since I never had an entire cla...
“Mathematics is a tool that is key to understanding science.” NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. How many? How soon? How big? How much more? T...
The use of power tools, such as table saws, drill presses, and miter saws, is becoming more common in science and STEM laboratories. All power tools have special mechanical and non-mechanical safety hazards that can result in injuries, incl...
That was my response this week at our middle school science staff meeting. We’ve spent the last two school years exploring the new Michigan standards (which are identical to NGSS) and trying out units from different curriculum programs...
Good morning! Time to head out the door and start the day. Wait. What’s that thing up there in the tree? It’s … a bed. And it’s hanging upside down. Huh? How did that happen? So Begins a Delightful Mystery Curious students...
A student once asked me why if carbon dioxide is so much heavier than air, how come the lower atmosphere doesn’t become thick with CO2 and kill everything? “Umm, well…because it…umm…doesn’t?” The studen...
My kindergarten students recently became citizen scientists as they investigated their big questions about the natural world around them. The snow finally melted, the critters have made their appearance, and the plants are beginning to bloom. It&r...
I am a student teacher in a kindergarten class and I have been struggling with focusing on laying the foundation for my students. But how much is too little? How much is too much for students at such an emergent level? —Y., Arizona &nbs...
This week in education news, should STEM evolve in STEAM; North Carolina teacher rally for increased teacher pay and education spending; Chicago will invest $75 million to renovate the high school science labs; new middle school genetics and genea...
Workshop 4: Integrating Web 2.0 and Hands-On Materials into Lessons
Checklist for this Workshop:
Check on the link below to hear a description of this workshop's activities.
Downloadable version of checklist :
4.1 Learn about Social Media in the science classroom.
4.2a Read an article on technology integration in the science classroom ("Grounded Tech Integration: Science").
4.2b Post a response to the article "Grounded Tech Integration: Science" to the Workshop 4 Discussion tab.
4.2c Reply to another teacher's post about technology integration in the Workshop 4 Discussion.
4.3a Understand the TPACK model
- by reading the “Science Learning Activity Types” handout (on the Reading Room page) and
- by examining the “Online Resources for Activities” list (at the bottom of Workshop 4 page).
4.3b Add activity types to your curriculum mapping response on your own Teacher Page.List one online activity (with link) to each of the three activity type categories listed (conceptual, procedural, knowledge expression).
4.3cExplore "Examples of Online Resources for Activities" by looking at the contents of the table at the bottom of the workshop page.
4.3d Post Online Examples to the Activity Types to your Teacher Page
4.4a Consider your resources.
4.4b Develop your Stage 1 Activity on your teacher Page
4.4c Partner with another teacher and have them test your Stage 1 Activity by reading and commenting on their Stage 1 Activity. Have them post their response to your individual Teacher Page.
4.4d. Post your responses to their Stage 1 activity to their individual Teacher Page.
Objectives
In this Workshop you will achieve the following objectives:Content Objectives
Tech Objectives
PART I : Social Media in the Classroom
4.1a
In our previous workshops, we have discussed what Web 2.0 is and how it can be applied to our teaching.
Here is another example of the shift to Web 2.0 tools in the classroom: going from PowerPoint to Prezi.
A Prezi is a Web 2.0 tool for presenting content that is is usually presented sequentially through a PowerPoint slide presentation.
Think of a Prezi as the concept mapping version of a slide presentation.
Of course the difference between PowerPoint and a Prezi is that PowerPoint is firmly based in the Web 1.0 world whereas a Prezi can exist only in a Web 2.0 world. Recall from Workshop 3 the shift that is required to be a Web 2.0 tool.
To better understand what a Prezi is, watch the YouTube video entitled -
What is a Prezi? -video (1:09)
If you cannot access YouTube, the video can also be found on School Tube:
at this link, School Tube: "What is Prezi? "
Now that you better understand what a Prezi is, check out the following Prezi entitled Social Media in the Physics Classroom.
Although it is about physics, many of the strategies will apply to the biology classroom as well.
Prezi Presentation
Link to **Social Media in the Physics Classroom** if player is not working.
We will learn more about Prezi's and other Web 2.0 tools for demonstrating student understanding in Workshop 5.
For now, think about the idea of social media.
How can social media help you involve your students in deep and meaningful learning?
Part II : Science Learning Activity Types and the TPACK Model
Social media and other forms of technology can help us create student-centered, inquiry-based learning experiences.
Harris and Hofer, from the College of William and Mary, have researched and presented on the role of technology on classroom instruction. They offer the following conceptual model, TPACK, for thinking about the interaction of Content, Pedagogy, and Technology.
One purpose of our online workshop series is to build your knowledge base of Web 2.0 applications and tools.
Harris and Hofer's diagram below helps to contextualize our learning.
How can you integrate technological knowledge, pedagogical knowledge, and content knowledge?
To answer this question, complete the following reading, discussion, and activity.
4.2a Reading:
To further understand Harris and Hofer's TPACK model read their article "Grounded Tech Integration: Science."It's available on our READING ROOM page.
Click Reading Room to visit our secure reading area and download a copy of the article as a PDF.
Citation for Harris and Hofer:
"Grounded Tech Integration: Science," Learning & Leading, March/April 2010, pp. 32-34.
Discussion:
Now that you have experienced social media and have read the article, reflect on the classroom by posting answers to discussion questions and then respond to another Science Community member's posting. Next post information about science activities that you have sythesized from the reading to your Teacher Page.4.2 b) Posting to Discussion:
Post your response questions below to the Discussion tab on this workshop page.Please include your Grade Level in the subject line of your post.
Answer the following questions.
Questions:
Based on the experience of the sixth grade teachers who developed a new "interactive" Solar System unit described in the article,
4.2c) Reply to a Posting:
For this discussion you will also reply to another teacher's post for this workshop (Workshop 4).
Your reply should offer one specific suggestion on how your online teacher partner could implement the "interactive" Solar System unit.
You are free to respond to any teacher. You may be interested in responding to teachers at the same grade range or respond to a lower grade level because you are interested in the vertical alignment of science resources.
Part 3 - Activity: Incorporating Online Technology by Activity Types
Now let's build on your Web 2.0 tools knowledge to match activity types with online tools.
Start with what you put on your own Teacher Page for Workshop 2, Part III, item 2.6e
(on your individual Teacher Page).
What type of activity is it? How would you incorporate online technologies into this, or other, activities?
To answer these questions, let look at different categories of activity types and then look at online resources, especially animations and interactives.
4.3a) Review the different activity types in Tables 1-3 in the Science Learning Activity Type handout.
Download the Science Learning Activity Types handout.
It's available on our READING ROOM page.
In this handout, three categories of activities are described:
Activity Type
Choose one type of activity from each of the three main Activity Type Categories listed above that you could use with your original lesson plan idea from the curriculum mapping you did for Workshop 2. Make note of these three ideas.
4.3b) Post Activity Types to your Teacher Page:
Return to your curriculum mapping activity entry on your individual Teacher Page. Edit the page by adding the three Activity Types under the heading for Workshop 4.
4.3c) Explore "Examples of Online Resources for Activities"
Explore the resources listed by grade level in the table below: Examples of Online Resources for Activities.
Choose several at your grade level(s) to examine by clicking on the title; it is a link that will take to that resource's page on the Internet.
The ANCHOR SYMBOL above means that you can click on it and be taken to that part of this webpage.
SCROLL to the last part of this workshop's page to find it.
CLICK on any TITLE to go to a RESOURCE -- the webpage will open in a separate window.
Try at least THREE (3) to see which one(s) you will want to use in your own classroom.
4.3d) Post Online Examples to the Activity Types to your Teacher Page:
Part 1 -- On your individual Teacher Page list one online resource for each type of activity (conceptual, procedural, knowledge expression).
This will be a list of three items, one per activity type.
Explain what technology students would use during a lesson that incorporates each type of activity.
For this workshop posting we are only asking for one activity from each category. The description can be brief.
The goal here is to find and develop Web 2.0 ways to make the learning activities come alive. Consider describing how you would adapt one technology offered for a different activity type.
For instance, under Conceptual Knowledge Building (Table 1), student response system is listed as a possible technology for capturing student understanding from a simulation. A student response system (SRS) can also be used to poll students on their predictions before a lab experiment is conducted. Since every student would respond before beginning the lab you would know if the class is ready to begin the experiment. Your instructional plan's objective may be that students will better understand a science concept after an inquiry-based lab experience.
In this case, you could rerun the SRS activity after teaching the lesson in order to assess changes in student's conceptual knowledge.
Draw a Concept Map by using either one of the following online concept mapping resources:
Add activity types to your curriculum mapping response on your own Teacher Page by listing one online activity (with link) to each of the three activity type categories.
TIP The Science Learning Activity Types handout has a comprehensive list of technologies. However, it does not cover ALL technologies so feel free to share a new technology.
Part 4: Building Stage 1 Activities
Introduction
Now it's time to combine what you have learned about content, curriculum, and technology into creating your own Stage 1 Activity and posting it to your Teacher Page.A Stage 1 Activity is a short in-class exercise.A Stage 1 activity should require no more than 10 minutes to implement (teach). It should combine hands-on with online resources. The activity should make use of existing web-based content or rich internet applications.[1] It can build on a concept or part from your lab course final project (lesson plan).It could be an "activator" or a "summarizer" for your lesson. Or it could be an example of a concept. It does not need to be an entire lesson.
Building a Stage 1 Activity
Now let's build a Stage 1 Activity. Here are the four (4) steps to do so:
4.4a
1) Consider your resources.
Your task will be to develop a short interactive activity that combines an hands-on experience with an online application can be used to build your student's conceptual knowledge of your subject.
Refer to the activity types listed in the Conceptual Knowledge Building table in the "Grounded Tech Integration: Science" article from Part II of this Workshop.
Remember the hands-on activities that you experienced in the lab class for this course.
For an online application to incorporate, you can choose to use the resources listed below in the Examples of Online Resources for Activities or you can find and use a new resource.
Combine a simple hands-on activity with an online resource to have your students experience an "aha!" moment.
4.4b
2)
Develop your Stage 1 Activity on your individual Teacher Lesson page.
Complete a description for each part of the template below. The template is part of your Teacher Page, under "Stage 1 Activity."
For this Stage 1 activity, list and describe ALL of the following PARTS:
4.4c
3)
Post a message to the Discussion Tab of this Workshop 4 page.
In the message subject line post "re: Stage 1 Activity" AND in the body of the message include a link to your teacher page and an invitation to examine your Stage 1 Activity. TIP You are inviting another teacher to visit your science community "island." Make sure they know where to respond to you after they try out your Stage 1 Activity. You may want to add text to your SLC Wiki Teacher Page, such as "INSERT YOUR RESPONSE HERE," so they know where to edit the page.
TIP Also, you can set your individual teacher page to notify you when edits are made: Go to the Edit Bar at the top of the page, click on the three dots ("more page options"), and choose "Other -- Notify." Make sure you are monitoring your individual page ("t_jdoe") and that you check the email options for "page edits" and "page discussions" before you click on the "Update" box. See the Engage--Water Cooler Page for more information on receiving updates. The Wiki will send you email notification of changes to your page, if you have set your Wiki User Profile (i.e., your account) with email with forwarding. Go to the How To Page for more information on how to have the Wiki forward emails.
4.4d
4)
Go to the Teacher Page of another teacher-participant in the group. Find their Workshop 4/Stage 1 Activity section of their page.
While reading their activity, take on the role of a student and try out the proposed activity.
In the place indicated on your partner's Teacher Lesson Page (usually beneath the Stage 1 Activity description), edit their page/respond to their Stage 1 Activity. Briefly explain what worked well, what was confusing, and any suggestions you might have.
TIP Check your own page and the discussion comments frequently enough to engage in conversation with your fellow participants and help to build the Science Learning Community!
Conclusion
Thanks! You've completed activities on integrating Web 2.0 and digital media to your classroom hands-on learning experience and on creating a Stage 1 Activity. The next workshop, Workshop 5, will be about how to develop formative assessment tools for use in the classrooms, to determine students' understanding and misconceptions of science content before and during the teaching of key concepts.
Please note -- Workshop 5 can freeze Firefox when it is opened in an older version of that Internet browser. If you have an older version of Firefox, use instead Safari, Internet Explorer, Chrome, or another Web Browser to open Workshop 5. Or, perform an update by clicking on the "Firefox" tab in your Firefox browser, then choose "About Firefox", then click on the "Check for Updates" box. When you restart your browser, you will have the most recent version of Firefox (depending on your operating system capabilities). Thanks!
Questions or Problems?
We will be facilitating the discussion.If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Cathleen Randall through this SLC Wiki or email at crandall@everett.k12.ma.us .
Examples of Online Resources for Activities
NASA Jet Propulsion Laboratory
(interactive)
(list of all resources)
BrainPop
(interactive)
Concord Consortium
(interactive)
BrainPopJr.
(free)
(interactive)
PBS Teachers Domain
(interactive gr 7-10)
Wolfram Demonstrations
(interactives)
BrainPop Jr.
(need account to see--has free trial)
(video)
Concord Consortium
(interactive)
Wolfram Demonstrations
(interactives)
BrainPop
(may need account to see
--has free trial)
(video)
Concord Consortium
(interactive)
PBS Teachers Domain
(interactives gr 6-12)
PBS Teachers Domain
(interactive gr K-%)
BrainPop
(may need account to see
--has free trial)
(video)
Concord Consortium
(interactive)
PBS Teachers Domain
(video)
PBS Teachers Domain
(interactive gr 7-10)
CLEA Project, University of Gettysburg
(interactive)
PBS Teachers Domain -- ZOOM
(video demo of interactive)
(home energy use)
PBS Teachers Domain -- NOVA
(interactive gr 6-12)
Concord Consortium
(interactive)
PBS Teachers Domain
(interactive)
PBS Teachers Domain
(interactive)
PBS Teachers Domain
(interactive)
PBS Fetch!
(interactive game)
Game for Science
(interactive game world)
Wolfram Demonstrations Project
(interactives)
Lemelson Center -- Smithsonian
(interactive build/game)
PhET
(interactive)
PhET
(interactive)
U.S. Dept. of Energy
(interactive, games)
(green home modelling)
Concord Consortium
(interactive)
National Geographic
(simulation game)
Texas Railroad Commission
(interactives)
PBS NOVA
(interactive)
BBC GCSE Bitesize
(interactive, video)
Apps!
Bill Nye the Science Guy app for iPad and iPhone (free at iTunes Store) (see review here)
TouchPhysics by Games4Touch for iOS
Force and Motion - Apps and Games (blog with multiple listings for games)
SimplePhysics by Jundroo, LLC for iOS
Exploriments for iPad (has forces and motion demos)
Forces and Motion- Basics by University of Colorado,Physics, for Windows (free)
Energy Game for Android (free) -- It is a game to learn about saving energy and about renewable energy.
Energy Calculator for Android (free) -- calculator application to find Potential and Kinetic Energy.
Global Energy Mapper for Windows is an advanced viewer capable of displaying the most popular raster, elevation, and vector datasets. This easy-to-use GIS Data processing application offers you access to a unparalleled variety of spatial datasets and provides just the right level of GIS functionality.
Algodoo for Windows "Algodoo creates a new synergy between science and art. It is designed in a playful, cartoony manner, making it a perfect tool for creating interactive scenes. Explore physics, build amazing inventions, design cool games or experiment with Algodoo in your science classes."
SPARKvue for Mac (Free) "This free app is limited to sensor-based data collection with simple displays and analysis." HD version for iPad or for Android Tablet.
Energy for Students for iPhone (free) -- app allows students to calculate potential, kinetic, and mechanical energy.
Powometer for Windows (free) -- "Monitoring program that connects to various energy monitoring devices and downloads their data."
EnergyPlus for Windows by US Department of Energy(free)-- "EnergyPlus is a whole building energy simulation program that engineers, architects, and researchers use to model energy and water use in buildings."
Additional Resources
RSS Feeds:
National Science Teachers Association Blog
These blogs posts are feed through the keyword Science 2.0.NSTA Blog
United States Geological Survey (USGS)
Newsroom
NBC Learn
Science of Golf -- "Work, Energy and Power"
video and lesson plan
Additional Prezi Examples:
If you would like more insights about social media/Web 2.0 on the classroom, here are links to two other Prezi presentations about social media in the classroom:http://prezi.com/xnxfhtlz3vfr/new-media-in-the-classroom/
http://prezi.com/kuz6gpcs7kxb/the-connected-classroom/
Also, you will find examples of student-made Prezi's at the Prexi website.